![]() ![]() Rogoff (1990) refers to this process as guided participation, where a learner actively acquires new culturally valuable skills and capabilities through a meaningful, collaborative activity with an assisting, more experienced other. It is through working with others on a variety of tasks that a learner adopts socially shared experiences and associated effects and acquires useful strategies and knowledge (Scott & Palincsar, 2013). He explained, “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level first between people (interpsychological) and then inside the child (intrapsychological)” (Vygotsky, 1978, p. Vygotsky contended that thinking has social origins, social interactions play a critical role especially in the development of higher order thinking skills, and cognitive development cannot be fully understood without considering the social and historical context within which it is embedded. Human development and learning originate in social, historical, and cultural interactions. While we discuss these ideas separately, they are closely interrelated, non-hierarchical, and connected. Three themes are often identified with Vygotsky’s ideas of sociocultural learning: (1) human development and learning originate in social, historical, and cultural interactions, (2) use of psychological tools, particularly language, mediate development of higher mental functions, and (3) learning occurs within the Zone of Proximal Development. Fundamental Principles of Sociocultural Perspectives on Learning Following, we consider how sociocultural theories of learning should influence instructional design. We then suggest design implications for learning, teaching, and education in general. In this chapter, we first review some of the fundamental principles of sociocultural theory of learning. Sociocultural theory is also becoming increasingly influential in the field of instructional design. Today, sociocultural theory and related approaches are widely recognized and accepted in psychology and education and are especially valued in the field of applied linguistics because of its underlying notion that language and thought are connected. Interpretations of Vygotsky’s and other sociocultural scholars’ work have led to diverse perspectives and a variety of new approaches to education. Although Vygotsky’s intent was mainly to understand higher psychological processes in children, his ideas have many implications and practical applications for learners of all ages. Vygotsky’s views are often considered primarily as developmental theories, focusing on qualitative changes in behavior over time as attempts to explain unseen processes of development of thought, language, and higher-order thinking skills. Vygotsky’s ideas are most recognized for identifying the role social interactions and culture play in the development of higher-order thinking skills, and it is especially valuable for the insights it provides about the dynamic “interdependence between individual and social processes in the construction of knowledge” (John-Steiner & Mahn, 1996, p. Modern social learning theories stem from the work of Russian psychologist Vygotsky, who produced his ideas between 19 as a reaction to existing conflicting approaches in psychology (Kozulin, 1990). ![]() ![]() This paper, by utilizing a multi-grounded theory approach and qualitative methods, reveals a variety of sociocultural contexts that are related to teachers' pedagogical beliefs and practices.When considering theories of learning, LIDT professionals should also consider sociocultural perspectives and the role that culture, interaction, and collaboration have on quality learning. Consequently, the main purpose of this study is to explore the sociocultural contexts of ten Egyptian science teachers and to what extent these sociocultural contexts help in understanding teachers' pedagogical beliefs and practices. This paper argues that if this `black box' of sociocultural contexts in which science teachers are embedded is better understood, it may be possible to identify specific aspects of these contexts related to educational organizations that act as either supports or barriers to pedagogical reform or to implementing innovations in science education. There is a need for further research in this area in understudied contexts such as developing countries, in order to promote effective education in schools and the professional development of teachers. ![]() A growing body of research argues that teachers' beliefs and practices should be studied within the sociocultural contexts of their work because the relationship between their beliefs and practices is both complex and context-dependent. ![]()
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